Low-Income Children's Learning Experiences Across the School Transition: Comparing Head Start and Kindergarten Classrooms

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Family Partnership in Early Childhood

Abstract

This study leveraged the large-scale, nationally-representative Head Start Family and Children’s Experiences Survey (FACES) to describe the prekindergarten and kindergarten learning experiences of four-year-old children attending Head Start. With an eye toward patterns of consistency and change across the two years, we examined structure- (e.g., teacher education, class size) and process-related (e.g., literacy and math instruction) elements of learning experiences with documented links to developmental outcomes. Children’s experiences varied considerably within the Head Start and kindergarten years and there was notable discontinuity across the school transition. Patterns highlighted different strengths of Head Start and kindergarten classrooms. We will discuss findings in light of the ongoing dialogue on how best to support Head Start children’s school readiness and adjustment.

Authors

• Tashia Abry, Arizona State University

• Michelle Taylor, Arizona State University

• Manuela Jimenez, Arizona State University

• Megan Pratt

• Jennifer LoCasale-Crouch, University of Virginia